This article examines ways of approaching informed consent as a relationally constituted process in qualitative research practices. It argues that a researcher’s operationalization of informed consent should be coherent with the overall epistemological framework of the project. Based on empirical examples from an ethnographic inquiry in an educational setting, the principle of informed consent is discussed as a reflexive and ethical tool throughout the inquiry, including its pre-fieldwork, fieldwork and post-fieldwork phases. Strategies of explicitly and implicitly (re)negotiated consent and dissent are discussed and illustrated by drawing on some of the recent discussions of continuous consent practices. The article’s conceptualization of a continuous, situated and relational approach to informed consent is also supported by the concepts of response-ability and thinking with care in research ethics.

本文探讨了在定性研究实践中将知情同意作为关系构成的过程的方法。它认为，研究人员对知情同意的操作应与项目的整体认识论框架保持一致。根据在教育环境中的人种学调查的经验示例，在整个调查中，包括调查前，田野调查和田野调查后阶段，都将知情同意的原则作为反思性和道德工具进行讨论。通过参考最近关于连续同意实践的一些讨论，讨论和说明了显式和隐式（重新）协商同意和异议的策略。该文章对知情同意采取连续，定位和关系方法的概念也得到了以下概念的支持：反应能力和研究伦理方面的谨慎思考。